英语教学法第五单元课件.ppt

1、Teaching Pronunciation,By Li Fengwei Foreign Language Department Zhengzhou Teachers College,In the process of communication, pronunciation is of paramount importance, since successful communication cannot take place without correct pronunciation. (Celce-Murcia, Brinton exposure to English; age etc.,

2、Teaching pronunciation,Phonetic rules should be avoided at the beginning stage,Stress and intonation should be taught from the very beginning,Distinction between pronunciation and phonetics, The Goal of Teaching Pronunciation,Work in groups and brainstorm any reasons why most learners of English as

3、a foreign language cannot acquire native-like English pronunciation. When you are ready, join another group and compare your ideas.,Some factors:,Age: the Critical Period Hypothesis The amount of exposure to English The learners innate phonetic ability,Realistic goals of teaching pronunciation,Consi

4、stency Intelligibility Communicative efficiency, Aspects of Pronunciation,Pronunciation,Work in groups and brainstorm the common problems that Chinese students experience with English pronunciation. Then discuss the possible causes for these problems and possible solutions.,Imagine that you want to

5、focus on a sound that your students are having difficulty with. Which of the following steps are necessary? In what order would you teach and practice the sound? On the line tick the steps that you think are necessary. In the brackets, write the order numbers., Practising Sounds Task 4,Helpful Hints

6、 for Focusing on a Sound,Focus only on those sounds which are causing difficulty to the students. The following steps may be helpful in teaching the difficult sounds: 1) Say the sound alone, but this may be avoided wherever possible. 2) Say the sound in a word. 3) Contrast it with other sounds if ne

7、cessary. 4) Write words on the board only when it becomes necessary to make your point clearer. 5) Explain how to make the sound when necessary. 6) Have students repeat the sound in chorus. 7) Have individual students repeat the sound.,Perception practice,Minimal pairs,Which order,Same or different?

8、,Odd one out,Task 5,Choose a problematic English sound and design a perception practice activity. When you are ready, go into groups of 5 and try out your activity in turns. Notice how effective your activity proves to be.,Production practice,Listen and repeat,Fill in the blanks.,Make up sentences,U

9、se meaningful context,Use pictures,This is old Jack. He has a black cat. Its name is Pat. It is very fat. .,Use tongue twisters,Do not teach the sounds of English individually. The sounds should be part of a meaningful word or phrase or sentence. Students generally pick up the sound system by listen

10、ing to your model or voices on cassette, etc.,If we spend a lot of time on pronunciation exercises, student interest may dwindle. So, teachers should move on to something else when pronunciation exercises no longer produce noticeable progress. Five to ten minutes of class time per meeting for as lon

11、g as the need and willingness of the students last this is a golden rule. (Bowen, 1985).,“Correct students sometimes, but not all the time. If we are practicing one particular language point, then I insist that they say it correctly. But if we are doing a freer activity then I try not to correct too

12、 much. If I do correct, I try to do it in an encouraging way.” “ Try to correct errors as little as possible. I want my students to express themselves in English without worrying too much about making mistakes. Sometimes I notice points that everyone gets wrong, and deal with them later, but I never

13、 interrupt students to correct them.”, Practising Stress Intonation,Stress refers to the amount of force with which a sound or syllable is uttered. 1. Word stress 2. Sentence stress,Task 6 advert/advertisement popular/popularity photograph/photographer celebrate/celebrity organise/organisation music

14、/musician evacuate/evacuation publish/publicity,Task 7 Sentences with a different stress 1. I want two return tickets to London. 2. I want two return tickets to London. 3. I want two return tickets to London.,Three ways to show stress,Use the voice Use gestures Use the blackboard,Task 8:,Work in gro

15、ups and demonstrate how you can apply the methods introduced above to show the stress pattern of the following words, phrases and sentences.,Intonation is speech melody, the way our voice goes up and down as we speak. Intonation is very important in expressing meaning, and especially in showing our

16、feelings, such as surprise, anger, disbelief, gratitude, etc. Intonation patterns are quite complex, and it is better for students to acquire them naturally rather than try to learn them consciously. That is, your modeling and their imitation in an unconscious way is important.,Intonation,Three basi

17、c types of intonation The falling intonation The rising intonation The level intonation,Hes moved to Glasgow. He moved to Glasgow (about a year ago). Where do you live? Where do you live?,Work in groups. Demonstrate how you can 1) help the students practise saying the following sentences; 2) indicat

18、e the normal intonation in the following sentences; then change the intonation and see how the meaning can be changed.,Task 9, Concluding Remarks,Use individual, pair, group and whole class work to create a pleasant, relaxed, and dynamic classroom. Use hands and arms to conduct choral pronunciation

19、practice. Move around the classroom when doing choral practice. Vary the criteria of “good” in pronunciation practice to give students confidence. It is helpful to do articulation practice more than once.,Bring interests and variety to the practice of pronunciation. The main criteria for good pronunciation are consistency, intelligibility, and communicative efficiency. Do not rely on explanations. Make full use of demonstrations. Try to use visual aids. Teachers should be extrem